Copy the infant care teacher in waving “bye-bye” to a parent as he leaves the room. (12mos.; Meisels and others 2003, 26)

Copy an adult’s action that is unfamiliar but that the child can see herself do, such as wiggling toes, even though it may take some practice before doing it exactly as the adult does. (9–14 mos.; Parks 2004, 32)

Watch the infant care teacher squeeze the toy in the water table to make water squirt out, then try the same action. (Scaled score of 10 for 13:16–14:15 mos.; Bayley 2006, 61)

Point to or indicate an object, pay attention as the infant care teacher labels the object, and then try to repeat the label. (11–16 mos.; Hart and Risley 1999, 82)

Behaviors leading up to the foundation (19 to 35 months)

During this period, the child may:

Repeat the most important word of a sentence the infant care teacher has just communicated. (17–19 mos.; Parks 2004)

Imitate the last word or last few words of what an adult just said; for example say, cup or a cup after the infant care teacher says, “That’s a cup” or say, “Daddy bye-bye” after the mother says, “Daddy went bye-bye.” (22mos.; Hart and Risley 1999, 99; 17–19 mos.; Parks 2004, 128)

Copy several actions that the child cannot see himself doing, such as wrinkling the nose. (17–20 mos.; Parks 2004, 32)